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Part 1 Applied Behavior Analysis FBA’s to BIP’s…. Development and Implementation Autism Academy 2011 Georgia Department of Education Day 1 Tris E. Gilland, BCBA, Ed.S. Autism Specialist Douglas County Schools Scientific study of socially relevant behaviors… guided by theory and philosophy (Behaviorism) follows a logical problem-solving process uses a method for examining variables and determining progress with respect to a given set of goals (decisions are data driven) Applied Behavior Analysis A method, for which behaviorism provides the theoretical underpinnings, for studying behavior of social significance, to better lives of those for whom it is utilized. APPLIED: ABA focuses on the implementation of basic principles to behaviors of significance to the participants involved. BEHAVIORAL: ABA focuses on behavior in its own right as a target for change. -We change behavior in many different forms *Increase appropriate or educational skills *Decrease inappropriate or problematic skills ANALYTIC: ABA seeks to identify functional relations between behavior and environmental events through scientific study. -We analyze situations so that we understand why behaviors are changing. TECHNOLOGICAL: In ABA, procedures are completely and precisely defined. -We are precise in our methods so we are confident in our outcomes. GENERALIZED: Behavior analysts attempt to discover procedures that can be applied effectively in many settings and with many people. -Behavior analysts attempt to use procedures that promote generalization and maintenance of behavior change. Has been called: -behavior modification -operant conditioning -behavioral analysis -consequence learning -etc… **Within the autism community, Applied Behavior Analysis has been misrepresented as being synonymous with Discrete Trial Training (DTT), Lovaas therapy, incidental teaching, pivotal response training, and other teaching procedures. Diverse field -Many different procedures may be implemented -Vastly different problems are addressed across various populations No single approach -Common principles Data-based/Research proven results -What we do works and we collect data to be vigilant so that we may change the things that do not work ABA is a method for studying behavior These principles apply to increasing appropriate behavior as well as decreasing inappropriate behaviors They can be relatively simple in scope They can be immensely complex Target behavior Functions of Behavior Antecedent events Consequent events/Consequences Positive reinforcement Negative reinforcement Punishment Reinforcement/Reinforcers Alternative Behaviors Functional Behavior Assessment Behavior Intervention Plan Data Collection We need to define very precisely Precise definitions of terms and procedures lead to: -Accurate data collection which leads to… -Reliable measurement which leads to… -Confidence in clinical and educational decision making Behavior of interest Definition -Empirical Must be able to see the behavior to record it -Use terms to describe observable events, not mentalistic constructs Can’t see “feelings” Can’t observe “states of mind” Very simple behaviors can be difficult to define “Stranger Test” A description of behavior should be precise or descriptive enough so that a stranger could observe and determine if the response was or was not being demonstrated. “Dead Man’s Test” Goals should convey what a child will do, not what a child will not do. If a dead man can meet the goal, it does not pass the test. Get in a small group, think of a student you know, define the target behavior in measurable terms. Share your definition with your group and provide feedback to one another regarding the definitions that you share. Try to be “devil’s advocate” and pick apart your group members definitions to make sure they are clean. What is the function of the target behavior? Why is the student exhibiting this behavior? How is the student using this behavior? How is the student reinforced/punished for this behavior? Attention Adult attention vs. peer mediated attention? Escape Escape a task, a person, a place, an expectation? Tangible To preferred items, activities, people, places? Interruption? Transition from preferred to non- preferred? Sensory Across settings? Now let’s consider those functions in regard to the A – B – C Model (The Behavioral Contingency) of looking at behavior. Antecedents are things that occur prior to a target behavior (events that precede a behavior in time) Antecedents can help determine and control why a behavior is occurring If used consistently, can reliable predict a behavior Antecedents can make behaviors occur -Occasion, set up, trigger There is always an antecedent Understanding antecedents can lead to behavior management and effective acquisition of skills Present a non-preferred work demand *could precede aggression Take away a preferred toy *could precede crying Assisting another student *could precede calling out/getting out of seat Skill acquisition to teach new skills -Present a cue, child responds, consequence follows Present some “cue” to the child -This will serve as the antecedent to the child’s response -This cue will serve as a reliable predictor that a certain behavior, when demonstrated, will lead to the delivery of a preferred stimulus Consequences are things that occur following a target behavior (events that follow a behavior in time) Consequences can make behavior more or less likely to occur in the future Can include anything and everything that could possible occur following a target behavior Can make behaviors -Increase -Decrease -Stay the same There is always a consequence Understanding consequences can lead to effective behavior management and skill acquisition Joey hits the teacher which produces… Joey tantrums during meals which leads to… Joey puts everything in his mouth which leads to… Joey hits Johnny and Johnny walks away which gives Joey… Joey cries loudly in the check out line at Wal-Mart which leads to… After a verbal directive is given, a response from a child follows (or doesn’t), then a teacher can deliver a consequence -praise -preferred items -preferred activity -corrective response -additional prompting Different consequences can have different effects on behavior Antecedent - Behavior - Consequence All behaviors comply to the model A’s and C’s affect future behavior -some interactions increase behavior -some interactions decrease behavior The addition of some stimulus condition following a behavior which results in the increase of that behavior in the future. The addition – POSITIVE Increase – REINFORCEMENT Positive reinforcement is defined by it’s effect on behavior George points to the truck when he hears “point to truck” Receives praise, hugs, high 5’s Continues to point to correct stimulus when presented in the future George does not point to truck anymore Was not positive reinforcement **Again, defined by it’s effect on behavior Jake hits another child You yell at him. *He hits more….what does that mean? Positive – add something Reinforcement – behavior increases in the future Behaviors are reinforced Kids are not!! “Reinforcers” are those stimuli, that when provided contingent on a target behavior, increase that target behavior. The removal or termination of some stimulus condition following a behavior which results in the increase in that behavior in the future The removal – NEGATIVE Increase – REINFORCEMENT Defined by it’s effect on behavior Chris is tantruming – you give him a break from work Tantruming is more likely to occur in the future (negative reinforcement) Tantruming does not occur again (was not negative reinforcement) Defined by it’s effect (increase) on behavior Raining – open umbrella – removes rain Common stimuli that serve as reinforcers: breaks, changes in activity, work removal, avoiding social conflict, avoiding certain situations Reinforcement increases behavior Punishment decreases behavior Addition (positive) or removal (negative) of a stimulus condition that results in the decrease in that behavior in the future *positive punishment *negative punishment Some things to think about: -immediate -contingent -varied -satiation/deprivation -reinforcing for that individual -reinforcer effectiveness (data tells all….) -history of reinforcement readily available easily consumable age appropriate fade to natural reinforcement as soon as possible provide behavior specific praise unpredictable and novel Reinforcer assessment Ask parents Observe Ask the student!! Preference Assessments (formal/informal) Allow choice -Paired choice How long? Satiation and Deprivation Manipulating identified antecedents Related to task demands Attention seeking Sensory Needs Issues with Transition/Interruption Access to preferred items/activities Changing/Planning consequence events that affect the target behavior Environmental Communicative Intent/Social Deficits Manipulating identified antecedents - Related to task demands *Skill deficit vs. performance deficit *Positive support during tasks (shaping, task analysis, chaining) *Change the teaching strategy/materials *Decrease work load; allowing breaks contingent upon work *Noncontingent breaks *Choice within tasks *“First/Then” *Behavior specific reinforcement *Visuals Manipulating identified antecedents -Behavior maintained by attention *Extinction – withhold attention for inappropriate behavior *Differential Reinforcement *Noncontingent attention *Attention as a choice *Time out? Manipulating
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